The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!
From the Wiki University
What evidence can you provide to prove your understanding of each of the following citeria?
Elements define the essential outcomes |
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Completed |
Evidence:
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Plan psycho-educational groups
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Identify the focus for the psycho-educational group based on the target group and client needs Completed |
Evidence:
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Identify, screen and assess potential group members for suitability according to an established selection process Completed |
Evidence:
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Communicate selection and non-selection outcomes to possible group members Completed |
Evidence:
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Identify alternative services to meet the needs of group applicants who do not meet the criteria Completed |
Evidence:
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Identify the need for, and establish supervision arrangements prior to the group Completed |
Evidence:
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Identify, organise and adapt resources required for facilitation of the group Completed |
Evidence:
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Facilitate group processes
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Recognise and respond to individual needs while maintaining group cohesion and within educational boundaries Completed |
Evidence:
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Identify, explore and use connections within the group Completed |
Evidence:
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Use questions that support exploration of group members’ involvement in the group in relation to their whole life experience Completed |
Evidence:
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Use responses and interactions to inform observations Completed |
Evidence:
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Assist individuals to engage with activities and exercises in the group. Completed |
Evidence:
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Maintain effective facilitation of learning through phases of the group Completed |
Evidence:
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Monitor interactions between group members to ensure full participation and maximise learning outcomes Completed |
Evidence:
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Validate and normalise emotional responses to issues sensitively challenge within the group setting and with regard to duty of care requirements Completed |
Evidence:
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Manage challenges within the group process
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Identify at risk behaviours and implement harm reduction strategiesaccording to the needs of the individual within boundaries of own role Completed |
Evidence:
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Respond appropriately to individuals displaying distress or concern in a manner that maximises safety and confidentiality for each individual Completed |
Evidence:
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Acknowledge disclosures appropriately and manage group reactions to disclosure Completed |
Evidence:
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Identify and contain disruptive behaviour using group activities and discuss appropriate participation in the group Completed |
Evidence:
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Evaluate and make judgment about when individual may need to leave the group and take action according to organisation procedure Completed |
Evidence:
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Make referrals when indicated by client needs according to organisation procedures Completed |
Evidence:
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Review group and participant progress toward set goals
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Progressively monitor and document individual progress toward set goals Completed |
Evidence:
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Progressively review and monitor the psycho-educational group program and adjust as required to ensure the program’s ongoing relevance for the psycho-educational group Completed |
Evidence:
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Communicate decisions to change group activities, group membership or group purpose to the group Completed |
Evidence:
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Reflect on group practice and own performance to inform future work Completed |
Evidence:
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Participate in and apply learning from supervision to current and future psycho-educational groups Completed |
Evidence:
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